Global Perspectives Syllabus

Global Perspectives IGCSE 0457 Final Draft

International General Certificate of Secondary Education
Global Perspectives

Pilot syllabus for examination in 2009

Syllabus Code 0457

You can find syllabuses and information about CIE teacher training events on the CIE Website
www.cie.org.uk.


IGCSE Global Perspectives

Syllabus Code 0457

CONTENTS
Page

RATIONALE 1

INTRODUCTION 1

AIMS 2

ASSESSMENT OBJECTIVES 3

ASSESSMENT 4

CURRICULUM CONTENT 7

COURSEWORK ASSESSMENT CRITERIA AND PROCEDURES 12

PORTFOLIO SELF-EVALUATION FORM 18

AREA OF STUDY PROPOSAL FORM 20


RATIONALE
Young people in countries across the world face unprecedented challenges in the 21st century -
not least in how they will come to terms with accelerating changes in that world, that will impact
on their life chances and life choices.

The rationale behind this syllabus is to provide opportunities for enquiry into, and reflection on,
those changes. A prime emphasis will be on developing the sorts of skills and dispositions of
thinking that active citizens of the future will need.

This rationale accords not only with the international ethos that underpins all of the IGCSE
syllabuses but also with the thinking expressed by UNESCO in its seminal reports on education:

Education must include activities and processes that encourage awareness of, and commitment
to, the solutions of global problems. This should be done in such ways that people learn
solutions are possible through cooperation at all levels – at the levels of individuals,
organisations and nations.
UNESCO (cited by Walker, 2002)

It should be particularly noted that developing awareness of this sort is not a question of how to
get everybody to think identically. On the contrary, it is a matter of opening minds to the great
complexity of the world and of human thought, and opening hearts to the diversity of human
experience and feeling.

Students undertaking this course must consider the themes and issues from local, national and
global angles whilst developing their own personal perspective.

Through this approach, it is hoped that young people will develop independent minds, at the
same time as developing their sense of community, from local to global. Perhaps, indeed, the
syllabus goes a step further in reflecting that: ‘The global is personal, and the personal is global’.

INTRODUCTION
All IGCSE syllabuses follow a general pattern. The main sections are:

Aims
Assessment Objectives
Assessment
Curriculum Content

IGCSE subjects have been categorised into groups, subjects within each group having similar
Aims and Assessment Objectives.

This syllabus is designed so that, in concept and practice, it draws on a variety of subjects,
across a number of groups. It can be described as trans-disciplinary, suggesting simply the
need for teachers and students to look at global themes and issues from a variety of
perspectives. These could include almost any disciplinary perspective, from the mathematical to
the anthropological, but also perspectives that are not disciplinary; particularly the personal.

It follows from the above that:

(a) the syllabus can be taught by teachers from a variety of disciplines, provided that they have
a broad interest in matters of global import, and a deep commitment to preparing young
people for their role in an increasingly interdependent world.

1


(b) the syllabus will appeal to students not simply because it will extend their understanding of
the world, but also because it will develop their general potential to understand different
perspectives and to make reasoned responses: skills which will be useful in their study of
all other disciplines.

AIMS
The aims of the syllabus are the same for all students. These are set out below and describe the
educational purposes of a syllabus in Global Perspectives for the IGCSE examination. They are
divided into ends – understandings, and means – habits of mind. They are not listed in order of
priority, and not all aims will be assessed.

The aims are to:

Ends
• become aware of a range of global themes and issues, viewed from personal, local,
national and global perspectives, and of the connections between them

• develop insights into the causes of these issues, and their possible future effects on the
planet and on humanity

• develop insights into the student’s own nature, circumstances and possible future, as a
member of the human race, but also as an individual with unique biological and cultural
inheritances

and to

Means
• develop the disposition to engage in enquiry, especially those forms - such as
philosophical, spiritual, ethical and political enquiry - that draw out very different
perspectives on global themes and issues

• develop the disposition to engage in dialogue, collaboration and action, to share and
compare experiences, feelings, ideas, ideals, projects and practices with those immediately
around them, but also with those living in other countries and/ or cultures

• develop the dispositions of reflection and evaluation, i.e. thinking about experiences,
observations, data, feelings, ideas, ideals, projects and practices - their own and others’ -
with a view to seeing whether and how such things might be improved.

• develop the disposition to seek clarity and develop a personal viewpoint, wherever
possible, in relation to the global themes and issues studied

2


ASSESSMENT OBJECTIVES

(A) Candidates should be able to:

1. give evidence of engagement with different areas of study and of the capacity to represent
the issues within those areas clearly, and from different perspectives - in particular,
showing awareness of rights and responsibilities that may arise, and of the connections
between them.

2. present an analysis of the conditions and causes of the issues, and a reasoned prediction
of possible and likely scenarios (depending on how the issues may be addressed), and in
particular indicating policies (personal and/or political) that they favour, and why.

3. demonstrate self-awareness over the period of study, in terms of their recognition of their
own circumstances, feelings, aspirations, attitudes, beliefs, values, etc. but especially in
terms of their awareness of what it means to live in their own place and time.

(B) Candidates should be able to:

4. formulate critical and creative questions (i.e. questioning meanings, knowledge claims,
means/practices, ends/values, likely and possible consequences, alternative perspectives,
etc.) in response to a variety of stimuli.

5. propose lines of enquiry that go beyond immediate questions such as where, when and
what, to deeper questions such as how, why and what if.

6. develop lines of reasoning, in order to provide an explanation or justify a point.

7. identify key elements from a complex question or situation from an area of study, including
grounds for judgement, with a view to forming a perspective of their own.

8. participate constructively in a series of dialogues and group activities with their peers,
showing some evidence of reflection on, and evaluation of, their participation.

9. collaborate with people living in another country and/or culture including but not limited to
engaging in a dialogue arising from an area of study, with an aim to appreciating differing
views and opinions of people from different cultures or countries.

3


ASSESSMENT

Scheme of Assessment Summary
Assessment will be in three parts: Component 1 Portfolio, Component 2 Project and Component
3 Written Paper, carrying respectively 50%, 20% and 30% of the marks.

Duration Weighting Nature of
Assessment
Component 1
n/a 50% Individual
Portfolio
Component 2 Individual 50%
n/a 20%
Project Group 50%
Component 3
2 hours 30% Individual
Written Paper

Each component has a different focus in terms of assessment, as follows:

Portfolio – the focus is on research, developing lines of reasoning, consideration of a wide
variety of perspectives and reflecting on own circumstances.

Project – the focus is on analysis of issues, group work and collaboration.

Written Paper – the focus is on enquiry, reasoning and evaluation.

4


Description of Components
Portfolio
Component 1, the portfolio, should be used to collect evidence of engagement with four areas of
study and the issues within them, including consideration of possible futures. In two of the areas
of study candidates will also be expected to present and evaluate a range of possible actions
(including policies) at different levels (from the personal to the global), clearly developing and
articulating a perspective of their own.

These areas of study could be explored through a variety of stimuli, such as films or images,
some of which might raise issues that are more personal than global – though global implications
should always be born in mind.

All material for the Portfolio should be stored electronically so it can be submitted to CIE via the
internet for moderation. It must consist of at least some extended writing but candidates should
also be encouraged to construct, for example, written dialogues or posters or other vehicles to
present different perspectives. The expression of their own perspective might be provided via
digitised audio or video tapes for example, or pictures or graphics which, if not originally in digital
form, should be digitally scanned or photographed. All such digitised items must be
accompanied by titles and short written explanations connecting them to the particular area of
study.

The Portfolio should include an appendix showing the approximate number, and general goals,
of internet searches made during the course, plus any other main resources that were used.

It should be emphasised that credit in assessment will be given for quality of personal reflection
and response, rather than quantity of information (re)produced – though the reflection needs to
be clearly in response to facts, as well as expressive of a personal point of view or perspective.

As part of the portfolio, students must complete the self-evaluation form which requires them to
reflect on the development of their ideas (see Appendix B). The evidence provided on the form
will be assessed along with the rest of the portfolio by the students’ teachers using the Portfolio
Assessment Criteria in Appendix A. It is recommended that students keep a record of the
development of their ideas throughout the course (e.g. web log, scrapbook, diary) to facilitate the
completion of this form.

It is expected that the Portfolio will take approximately 80 to 100 hours to complete including
work both in and out of the classroom. The submission is likely to take various forms but where
a candidate’s response is largely written this should be between 1000 and 1500 words for each
of the two basic studies and 1500 and 2500 words for each of the two extended studies.

For each area of study the Portfolio could be structured along the following lines:
• Identification of the area to be investigated, including possible reasons for the choice.
• Information gathering, demonstrating an understanding of the different perspectives on
the issues arising and the impacts at a personal, local and global level.
• Analysis and evaluation of information, highlighting and even ranking the key elements.
• Prediction of possible scenarios and evaluation of likelihood and effects of the outcomes.

The extended studies could proceed along these lines:
• Identification of possible courses of action.
• A personal response to the issues, clearly based on an understanding of the information
collected.

It will not be necessary for all these headings to be included in the submitted work, but this
structure provides a framework against which the criteria will be applied (see Appendix A).

5


Project
Component 2, the Project, must be explicitly connected with an issue within an area of study
other than one of the four explored in the Portfolio. Projects may be taken on by the whole class,
or individual groups may select different areas of study. Individual groups should contain
between four and six students.

Each project group will be expected to produce a collective representation of the thinking behind,
the aims of, the planning and progression of the project (i.e. the activities undertaken), and the
obvious outcomes of their project. The representation must include evidence that the students
have collaborated with others from another culture and/or country. The final representation
should be in electronic form so it can be submitted to CIE for moderation via the internet. The
Project is marked by the teacher using the Project Assessment Criteria (see Appendix A).

Each student will also be expected to submit an individual evaluation of their own contribution to
the project, such as information and ideas they contributed, as well as an evaluation of, and
personal reflection on, the project as a whole.

The group will be awarded 50% of the available marks for this component based on the group
submission and individuals will be awarded the final 50% based on the individual submission.

It is expected that the Project will take 20-30 hours of time to complete including time in and out
of the classroom. The final outcomes could be provided in different forms but if based largely on
written work this should not exceed 2000 words for the group submission and a further 1000
words for the individual submission.

The Project could be structured along the following lines:
• Discussion of the aims of the Project and possible reasons for the choice of area of study.
• Development of Project Plan, including roles and responsibilities and intended outcomes.
• Information gathering, including cross-cultural collaboration, and ongoing evaluation of
information.
• Discussion of ideas for action, implementation and ongoing development of Project Plan.
• Evaluation of Project outcome, including individual contribution and learning.

It will not be necessary for all these headings to be included in the submitted work, but this
structure provides a framework against which the criteria will be applied.

External Written Paper (2 hours)

Component 3, Written Paper, will consist of data and arguments, not necessarily balanced, in
respect of two complex global issues. Candidates will be assessed on their ability to respond in
four different ways:
(a) to identify key concepts and aspects in each issue in respect of which it might be
appropriate to make a provisional judgement, making clear one’s criteria for judgement.
(b) to formulate a range of questions, from questions of interpretation/meaning, to questioning
of knowledge claims (in respect of assumptions, assertions and nature or source of
knowledge), to questions of validity of argument or of value judgement, and of possible
consequences or alternatives;
(c) to propose a plan of enquiry or research that might be helpful towards making a more
considered judgement;
(d) to commit to a line of reasoning towards a conclusion or proposal for moving towards a
resolution of some of the issues surrounding a global issue;

6


CURRICULUM CONTENT

Introduction
The core working concept of the syllabus is that of ‘global issues’. It is around such issues that
the students are expected to develop their thinking and learning.

The emphasis in the syllabus is more on developing ways of thinking about issues than on
demonstrating great knowledge.

However, effective global thinking must at least involve enquiry into relevant facts, as well as
reflection on their significance. Hence the stipulation that students show evidence of research
into at least five global areas of study. What is not being stipulated is which particular areas of
study these should be. There are three reasons for this.

Firstly, an ideal behind the syllabus is that of developing active global citizens. But the more
prescriptive the content, the greater the risk of making passive learners. The intention here is to
give as much scope and encouragement as possible for students to negotiate (with their
teachers) their own paths of enquiry into the complex world they are living in.

The second reason is that several of the areas of study are interconnected to such an extent that
students might well find themselves getting drawn into studying one as a result of studying
another. But it is much preferable for them, again, to find and pursue their own connections than
for there to be a rigid prescription in advance of which particular combination of areas they
should explore.

The final reason is that the students studying this programme around the world will find
themselves in many different contexts where the different issues will have greater or lesser
degrees of impact on their environment. It is hoped that students will select issues to study
based on their own areas of interest in discussion with their teachers. This element of choice
and localisation of the syllabus to the local context is an aim of many IGCSE syllabuses and
aims to encourage student engagement with their learning.

Clarification of Areas of study
Within this syllabus an area of study is essentially a global theme, or issue which can be viewed
from a wide range of perspectives. In researching an area of study students are required to
consider a range of perspectives and the connections between them.

Global and
International
Perspectives

Area of
Study
Local and
Family and National
Personal Perspectives
Perspectives

7


The matrix on the following pages identifies a number of areas of study that may be considered
as ‘containing’ global issues and may be used as headlines under which to structure student
enquiries and portfolios.

It is emphasised that the curriculum content is to be constructed largely by teachers and students
themselves. So they may wish to develop their own questions for investigation from the given
areas of study. They may prefer to start from a more immediate, personal or group concern
rather than the broad area of study, and see how the concern subsequently leads into one or
more global issues and areas of study. The actual starting points, therefore, could be newspaper
articles, TV programmes or films, for example, or guest speakers or NGO websites etc – with the
headline areas of study to be clarified only later.

The questions in the matrix provided are not intended to be a list of questions that the students
work through, but rather as examples of the sort of questions that may stimulate enquiry into
particular issues and form part of the ongoing discussion about those issues.

The spirit of the syllabus is to allow the students to make their own way through the information
they research in each area of study and develop their own meaning and perspective based on
that information and the analysis and evaluation of it.

Above all, the areas of study and questions or issues chosen should be recognised as important,
not just to humans in general, but to the students personally.

Cautionary notes
(a) If teachers and students wish to explore other areas of study not specified in this matrix,
centres should submit a completed proposal form (see Appendix C) to CIE for approval
prior to study.

(b) It is emphasised that an area of study, such as Biodiversity and Ecosystem Loss, should
not be regarded as an invitation to construct a project or a portfolio as a piece of empirical,
research e.g. into deforestation. The desire to collect relevant facts is an important
disposition of an active global citizen, but what is more important is addressing the issues
within the area of study. What makes deforestation a matter of global import is not the bald
fact that about 20 per cent of tropical and sub-tropical forests have disappeared since the
1960s. It is the effect of this loss on human (and animal and plant) life, both locally and
globally.

It is questions about human relations to the forests – what they get out of them, what they
put into them, how they should conduct those relations in future – that are important to this
issue. In general, human relations, with the planet and/or with each other, are at the centre
of any and all global issues.

8


Curriculum Matrix
Possible Questions/Issues for Investigation

Areas of study Global/International Local/National Family/Personal
Perspectives Perspectives Perspectives
Why do people have What are the different What differing beliefs do
different belief systems? belief systems in my my friends and family
What are some of the country and in my have? How do these
different belief systems community? How do beliefs affect their
Belief Systems held in different countries? these belief systems behaviour and how other
How do belief systems affect the nature of the people view them? Have
affect a country’s political local community? Is my own beliefs changed
system and culture? respect shown for other over time?
peoples’ beliefs?
Why are plant species How can habitats (plant How do I and my family
threatened? How can and animal) be and friends use existing
existing material/mineral maintained? What material/mineral
resources be maintained? projects/initiatives are resources? Do I do
How would we judge there in my country for anything to threaten plant
Biodiversity and
whether the loss of a maintaining resources species? What steps can
Ecosystem Loss
number of plant or animal and/or finding alternative I/we take to reduce
species constituted a sources? ecosystem loss?
disaster? Are humans
themselves becoming
more, or less, diverse?
What causes climate How does my country Are my family and friends
change? What are the approach climate really aware of the
effects of climate change? change? What facilities issues? Do I, my family,
Is the present climate or laws exist to help my friends do anything
Climate Change change a natural reduce the impact? What that might contribute to
phenomenon or human measures are taken in the climate change? Are
induced? How do different local community? there further steps we
countries approach climate could take?
change?
Why do wars and conflicts Which groups seem to be What causes conflicts
begin? Are wars an in conflict within my own between me and my
inevitable part of being country or community? Is family or peers? How are
Conflict and human? Where is there it their interests or ideas these conflicts best
Peace conflict in the world today? that are conflicting? What resolved? How can this
What is the role of the UN political/ethical systems help me to understand
in times of conflict? enable people to live with conflict on a wider scale?
their differences?
How do infant mortality How good are my local What can I do to keep
rates and expected life health care and sports myself healthy? Do I
spans compare in different facilities? Are they have a responsibility to
countries? What are the equally available to keep myself healthy, and
Disease and reasons for this? What are everyone? Which people if so, why? Where should
Health the major health problems in my locality have the I go if I have a health
facing the world today? Is greatest health care worry or need advice
access to good health care needs? How well does about staying healthy?
a right? my community cater for
people with disabilities?
What is education for? What types of education How much do I value my
What is the relationship are available in my area? own education? What do
between a country’s wealth Who uses them? How is I most want to learn as I
and its rates of literacy? education funded? What grow older? If I could
Education for All What effect does illiteracy are the educational change the education
have on a person and on a options available for system, what changes
country? Does everyone people with learning would I make to the
have the right to an difficulties or physical curriculum?
education? disabilities?
9



Why is employment What are the employment How are my extended
important? Which levels in my country and family and friends’
countries have highest/ local community? How parents employed? How
lowest employment levels? do they compare with does this affect my/ their
Employment
Why do employment levels other countries? What is lifestyle and choices?
differ? What causes done to help the What is important to me
unemployment? unemployed? about the kind of job I
have?
Why do some countries What sorts of families live What responsibilities do
have a high proportion of in my local area? What my parents have to me?
children, or of elderly proportion of households What responsibilities do I
people? What difficulties are single people? Has have to them? What sort
Family and
can this cause? What is a this changed in recent of parent do I want to
Demographic
‘family’? What decades? What support become, if at all? How
Change
responsibilities do family is there in my area for would I choose to be
members have to one families in need? How is cared for when I am
another? How/why has the this funded? elderly?
family changed?
What are the world’s Who are the biggest fuel- Which fuels/resources do
mineral resources used users in my locality? I regularly use at home
for? Which countries Where do local fuel and at school/college?
provide the most/least? supplies come from? Is How can I, and my family
Which countries use the my community taking and friends contribute to
Fuel and Energy
most/least? Who controls action to reduce fuel reducing fuel
the prices? What kinds of consumption? Does my consumption?
fuels are the most community use solar
environmentally friendly? power, wind power,
hydro-electric power?
How well do humans share What are the laws in my What are the attitudes of
the planet with other country relating to my friends and family to
species? Are certain humans and other animals and other
Humans and species more important species? Do people in creatures? Do my
Other Species than others? Should my country show respect friends/family have strong
humans be permitted to to animals and other beliefs about keeping
‘use’ other species to make creatures? pets, being vegetarian,
their lives easier/better? experiments on animals?
Why do people make What are the crime rates Do I or my family or my
laws? Do we need laws? in my country/ friends break any laws?
What causes some people community? What are Do I feel safe in my local
to break laws? Who decide the major crimes? What community? Has crime
Law and
which laws should be in schemes are there to affected me or my family
Criminality
force? What are the protect people from and friends? Can I do
problems caused by crime? How effective is anything to help prevent
different law systems in the national/local police crime?
different countries? force?
Which are the most/ least How does my country What technology do I
technological nations? stand in comparison with have access to at
Why do nations have others with regard to home/school? How does
differing levels of levels of technology and the level of technology
Technology and
technology? Which are the economic status? How and economic status of
the Economic
wealthiest/poorest nations? does this affect the level my family affect me, my
Divide
What are the effects of of development and living family and friends?
differing levels of standards of my region?
technology and economic
status?

10



How do countries trade What does my country What should I consider
with one another? Who import and export? Which when I make decisions
makes the rules? Why are countries do we trade with about whose products to
some countries with plenty the most? Why are some buy? What effect does
of natural resources poorer goods imported even this have on the lives of
Trade and Aid
than some other though we produce similar others around the world?
countries? Do richer goods at home? Are there some
countries have a companies I should
responsibility to help specially support, or
poorer countries? boycott?
Why do people value What traditions give my Should I be proud of my
tradition? Why do people country a sense of national country? Do I have
divide into nations? Why identity? How many duties to my country?
do some people move different ethnic What cultural traditions
from one country to backgrounds live in my have I inherited? How
Tradition, Culture
another? How does this community? What can we important is tradition to
and Language
affect their lives? If we learn from each other? me? How important is it
have ‘European citizens’, for me to learn a foreign
should we aim eventually language?
for all people to be ‘World
citizens’?
Why are more houses What provision is there in What kind of homes do I
being built in many my country for homeless and my family and
countries in the world? people? What kind of friends live in? What is
Should there be homes are there in my important to me about my
restrictions on house community? Does the home? How would I feel
Urbanisation building? What different housing meet people’s about new houses being
types of houses are there needs? What happens to built near my home?
in the world? What are the people in my area if they
rules in different countries are homeless?
for building houses?

Why do people need clean Is my community at risk How does my water use
water? Why do some from flood or drought? affect that of others? Do
countries have an What emergency I need to make an effort
inadequate supply of clean measures are in place for to save water? How
Water
water? Who owns a river coping with droughts or could I do this? Who
that passes through floods in my community or pays for clean water?
several countries? What country? Who uses the
causes droughts/floods? most water?

11


APPENDIX A:
COURSEWORK ASSESSMENT CRITERIA AND PROCEDURES

Portfolio Assessment Criteria
A total of 100 marks will be available for the Portfolio, which will contribute 50% of the final mark.

Marks should be awarded, for each area of study considered, against the following headings:

Total Mark
Criteria Basic study Extended study
(2 areas) (2 areas)
Gather information, representing different perspectives 6 6
Analyse issues within the area of study 6 6
Identify and evaluate possible scenarios 6 6
Formulate possible courses of action – 6
Develop evidence/criteria-based personal response,
demonstrating self-awareness – 8

Marks will be awarded against each criterion using the following level statements.

12


Portfolio Criteria
Marks
Band 1 Band 2 Band 3 Band 4
Criterion 1-2 3-4 5-6 7-8
Gather Limited information A range of relevant A broad range of
information, is gathered that information is relevant
representing illustrates a few gathered that information is
different perspectives represents several gathered that
perspectives (perhaps only two). perspectives. represents a
Not applicable
variety of
perspectives
(including global,
local and
personal).
Analyse issues Simple analysis The analysis Thorough analysis
within the areas showing little shows some of pertinent issues
of study understanding of consideration of with in-depth
Not applicable
conditions or conditions and consideration of
causes. causes. conditions and
causes.
Identify and Ideas are simple Several possible A broad range of
evaluate possible and limited in scenarios are scenarios is
scenarios scope (perhaps identified based on identified based on
only providing one evidence collected. evidence collected.
or two simple Evaluation is There is thorough
scenarios) and limited. evaluation of
Not applicable
replicate possible outcomes.
information
collected from
other sources.
There is little or no
evaluation.
Formulate Few possible Some suitable A broad range of
possible courses courses of action courses of action well-developed
of action. are proposed are proposed courses of action
Not applicable
which are which are are proposed.
simplistic in developed to a
approach. basic level.
Develop Response is Response makes Response is Response is
evidence-based simplistic and occasional detailed in places detailed and is fully
personal makes little reference to the and is justified with justified with
response, appropriate considered reference to the reference to the
demonstrating reference to the evidence. There is considered considered
self-awareness. considered some evidence of evidence. There is evidence. There is
evidence. There is self-awareness. significant evidence of
minimal evidence evidence of self- sophisticated and
of self-awareness. awareness. perceptive self-
awareness.

13


Project Assessment Criteria
A total of 40 marks will be available for the Project, which will contribute 20% of the final mark.

The marks should be awarded for group and individual contributions against the following
headings:

Criteria Nature of Assessment Total Mark
Constructive participation in discussions Group 6
Project Plan Group 6
Participation in group work/activities Individual 6
Representation of different viewpoints and
Group 8
perspectives (including cross-cultural)
Evaluation of Project Outcome Individual 6
Evaluation of individual contribution and Individual 8
learning

Marks will be awarded against each criterion using the following level statements.

14


Project Criteria
Marks
Criterion 1-2 3-4 5-6 7-8
Constructive Group discusses Group discusses Group discusses
participation in issues without issues mainly in a issues in a highly
discussions sustained focus. focused way and is constructive
Requires able to solve most manner, resolves
intervention to conflicts without conflicts without
resolve conflicts. intervention. intervention and Not applicable
Little responsive Some listening achieves purpose
listening. skills displayed. in a focussed way.
Evidence of
responsive
listening.
Project Plan Simplistic plan Appropriate aims Well-formulated
lacking direction are identified. plan, with well
and detail. Roles Roles and defined aims and
Not applicable
and responsibilities responsibilities are clearly defined
are unclear. not fully specified. roles and
responsibilities.
Participation in Student is Student is Student
group generally generally participates
work/activities unsupportive of constructive and constructively and
other group takes responsibility assumes full
members. He/she for most allocated responsibility for
Not applicable
completes some tasks. Is usually allocated tasks. Is
allocated tasks but supportive of other supportive of other
contributes group members. group members.
reluctantly to the
group.
Representation of Outcome Outcome Outcome Outcomes
viewpoints and demonstrates demonstrates demonstrates demonstrate
perspectives limited awareness some awareness considerable sophisticated
(including cross- of different of different awareness of awareness of a
cultural) perspectives. perspectives. different wide range of
Representation Representation perspectives. perspectives.
shows little insight shows some Shows clear Representation
or understanding understanding of understanding and incorporates
of viewpoint(s) viewpoint(s) from appreciation of empathy,
from other other culture(s) but different understanding and
culture(s). is inconsistent. viewpoint(s) from appreciation of
other culture(s). viewpoint(s) from
other culture(s)
Evaluation of Evaluation is Evaluation shows Evaluation shows
Project Outcome simplistic and understanding of insight into
shows limited major successes successes and
understanding of and failures of the failures of the
successes and project. Evaluation project. Evaluation
failures of the is not consistently is clearly linked to
project. linked to the aims. the initial aims.
Suggestions are Not applicable
made for
improvements (e.g.
other lines of
enquiry or
procedures that
could have been
followed)

15


Marks
Criterion 1-2 3-4 5-6 7-8
Evaluation of Evaluation is Evaluation shows Evaluation shows Evaluation shows
individual simplistic and some awareness self-awareness perceptive self-
contribution shows limited of how own and main strengths awareness in
(including what sense of personal contribution both and weaknesses identifying
was learnt from responsibility in the helped and are identified. strengths and
cross-cultural project, and of hindered group Student reflects on weaknesses.
collaboration) alternative ways of progress in the own learning from Student shows
contributing to it. project, and some cross-cultural insight into own
appreciation of the collaboration. learning from
value and cross-cultural
challenges of collaboration and
collaboration in a demonstrates the
group and across ability to rethink
cultures. their own initial
position(s).

16


Moderation Procedures for Portfolio and Project Work
(a) Internal Moderation
When two or more teachers in a Centre are involved in internal assessment, arrangements
must be made within the Centre to ensure that all candidates have been assessed to a
common standard.

(b) External Moderation
Candidate marks for the Portfolio and the Project must be received by CIE no later than 30
April for May/June examinations and 31 October for November examinations. A sample of
Coursework must be uploaded to CIE together with the appropriate assessment forms. CIE
will provide detailed guidance on the submission of electronic coursework for Global
Perspectives in a separate guidance document.
The sample of candidates’ work must cover the whole ability range. If there are ten or fewer
candidates, the Coursework of all the candidates must be sent to CIE.
Where there are more than ten candidates all the Coursework that contributed to the final
mark will be required for the number of candidates as follows:

number of candidates whose work is
number of candidates entered
required
11-50 10
51-100 15
above 100 20

The teacher responsible for internal standardisation in the Centre for that syllabus must
select the 10, 15 or 20 candidates covering the whole mark range with marks spaced as
evenly as possible from the top mark to the lowest mark. Where there is more than one
teacher involved in the marking of the work, the sample must include approximately equal
samples of the marking of each teacher.
A further sample of Coursework may subsequently be required. All records and supporting
written work should be retained until after the publication of the results.

17


APPENDIX B: PORTFOLIO SELF-EVALUATION FORM

Centre Name:

Centre Number:

Candidate Name:

Candidate Number:

Pupil Comment Which piece(s) of work show
evidence of this?

Something that
demonstrates my
skills

Something that
made me think in a
new way

18


Something I found
difficult or
challenging

Something I might
do differently
another time

Something I really
enjoyed

19


APPENDIX C: AREA OF STUDY PROPOSAL FORM

International General Certificate of Secondary Education
GLOBAL PERSPECTIVES
Teachers wishing to cover an area of study not in the curriculum matrix should complete this form
and submit to CIE.

Centre Name:

Centre Number:

Suggested Questions for Investigation

Proposed Area(s) of Global/International Local/National Family/Personal
Study Level Level Level

Please copy this form as necessary.
Forms should be sent to:
CIE
1 Hills Road
Cambridge
CB1 2EU
UK
20

Global Perspectives Syllabus

Recomendados

Recomendados

Mais conteúdo relacionado

Mais procurados

Mais procurados (20)

Destaque

Destaque (17)

Semelhante a Global Perspectives Syllabus

Semelhante a Global Perspectives Syllabus (20)

Último

Último (20)

Global Perspectives Syllabus